Track
Research Project / Online Learning
Abstract
We have incorporated a critical thinking model into our course on “hate” using Kuhn’s (1999) work on meta-knowing skills, Paul and Endler’s (2002) emphasis on how critical thinking integrates emotions into one’s thinking, and Smith’s (2002) characteristics of critical thinking.
By integrating these approaches into our online classroom, we encourage students to discuss what they know, how they know it, and how those thoughts fit into the broader range of what people know. Additionally, we emphasize that critical thinking is developmental in nature. Smith’s characteristics of critical thinkers shows what critical thinkers would be able to DO that non-critical thinkers would NOT do. The model that results – that assesses student thinking on four developmental levels of (1) recitation, (2) exploration, (3) understanding, and (4) appreciation – provides a framework for “scoring” student work and promoting an understanding of where a student is “falling short” in terms of critical thinking.
This presentation discusses data we have collected on the effectiveness of the model in promoting increases in student tolerance of ambiguity and decreases in egocentric thinking, information on how the model can be incorporated into any discipline and any type of classroom. Faculty will participate in an assignment used in the course.
Session Format
Presentation Session
Location
Room 210
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Osborne, Randall E. and Kriese, Paul, "A Method to the Madness: Infusing Critical Thinking Strategies Into Online Courses" (2016). SoTL Commons Conference. 32.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/32
A Method to the Madness: Infusing Critical Thinking Strategies Into Online Courses
Room 210
We have incorporated a critical thinking model into our course on “hate” using Kuhn’s (1999) work on meta-knowing skills, Paul and Endler’s (2002) emphasis on how critical thinking integrates emotions into one’s thinking, and Smith’s (2002) characteristics of critical thinking.
By integrating these approaches into our online classroom, we encourage students to discuss what they know, how they know it, and how those thoughts fit into the broader range of what people know. Additionally, we emphasize that critical thinking is developmental in nature. Smith’s characteristics of critical thinkers shows what critical thinkers would be able to DO that non-critical thinkers would NOT do. The model that results – that assesses student thinking on four developmental levels of (1) recitation, (2) exploration, (3) understanding, and (4) appreciation – provides a framework for “scoring” student work and promoting an understanding of where a student is “falling short” in terms of critical thinking.
This presentation discusses data we have collected on the effectiveness of the model in promoting increases in student tolerance of ambiguity and decreases in egocentric thinking, information on how the model can be incorporated into any discipline and any type of classroom. Faculty will participate in an assignment used in the course.
